Anna Čermáková
Biographic Data
| ID | 6701138 |
|---|---|
| NAME | Anna Čermáková |
| GIVEN NAMES | Anna |
| FAMILY NAME | Čermáková |
| SIGNATURE | ČERMÁKOVÁ A |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0001-8597-520X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Universities as expert influencers in primary literacy education research
Universities are operating in a challenging and somewhat paradoxical situation in the domain of early childhood literacy education. Against a background of the very limited visibility of university research in the formulation of new policies and practices, there is a great deal of public discourse to which university researchers have contributed. Utilising corpus linguistics methods, the study explores two datasets collected in 2017–2022 from UK …
Developing evidence indicators for evaluating K12 EdTech
Drawing upon a synthesis of literature and cross-sectoral consultations, we present the impact dimensions and three-level tiered indicators for developing a multidimensional approach to evaluating the evidence of impact of educational technology (EdTech). We build on the “5Es” impact framework — efficacy, effectiveness, ethics, equity, and environment — by operationalising it through fifteen impact indicators identified through an extensive liter…
Thinking aloud
Thinking together in primary classrooms has received much scholarly attention in recent years, with a focus on educational dialogue at the forefront of studies concerned with identifying what constitutes effective language for learning. Whilst the expression of explicit reasoning is often discussed, less attention has been given to the role that provisionality or vague language plays in supporting the articulation of ‘thinking aloud in action’. I…
Gendered body language in children’s literature over time
In this paper, we study gendered patterns of body language descriptions in children’s fiction. We compare a corpus of 19th-century children’s literature with a corpus of contemporary fiction for children. Using a corpus linguistic approach, we study gendered five-word body part clusters, that is, repeated sequences of words that contain at least one body part noun and a marker of gender. Our aim is to identify and describe differences between the…
Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms
The features of dialogic classrooms are well researched and theorised, yet the nuanced actions of dialogic teachers as they enable such a context are less well defined. This study takes a linguistic ethnographic approach to unpack the subtle differences in approach that three teachers take in their primary classrooms. The study is uniquely positioned in that all teachers were part of a larger project where they engaged in a series of lessons prom…
Time in Languages, Languages in Time
Repetition in John Irving’s novel A Widow for One Year
The present study applies some of the approaches used in corpus stylistics to examine repetition in John Irving’s novel A Widow for One Year and its translations into Czech and Finnish. The main aim of this case study is to explore whether systematic identification of repetitive textual features in a source language may be a beneficial procedure for translators of literary texts. The underlying assumption is that, in their complexity, not all rep…
Repetition in John Irving’s novel A Widow for One Year
The present study applies some of the approaches used in corpus stylistics to examine repetition in John Irving’s novel A Widow for One Year and its translations into Czech and Finnish. The main aim of this case study is to explore whether systematic identification of repetitive textual features in a source language may be a beneficial procedure for translators of literary texts. The underlying assumption is that, in their complexity, not all rep…
Repetition in John Irving’s novel A Widow for One Year
The present study applies some of the approaches used in corpus stylistics to examine repetition in John Irving’s novel A Widow for One Year and its translations into Czech and Finnish. The main aim of this case study is to explore whether systematic identification of repetitive textual features in a source language may be a beneficial procedure for translators of literary texts. The underlying assumption is that, in their complexity, not all rep…
Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms
The features of dialogic classrooms are well researched and theorised, yet the nuanced actions of dialogic teachers as they enable such a context are less well defined. This study takes a linguistic ethnographic approach to unpack the subtle differences in approach that three teachers take in their primary classrooms. The study is uniquely positioned in that all teachers were part of a larger project where they engaged in a series of lessons prom…
Time in Languages, Languages in Time
Gendered body language in children’s literature over time
In this paper, we study gendered patterns of body language descriptions in children’s fiction. We compare a corpus of 19th-century children’s literature with a corpus of contemporary fiction for children. Using a corpus linguistic approach, we study gendered five-word body part clusters, that is, repeated sequences of words that contain at least one body part noun and a marker of gender. Our aim is to identify and describe differences between the…
Thinking aloud
Thinking together in primary classrooms has received much scholarly attention in recent years, with a focus on educational dialogue at the forefront of studies concerned with identifying what constitutes effective language for learning. Whilst the expression of explicit reasoning is often discussed, less attention has been given to the role that provisionality or vague language plays in supporting the articulation of ‘thinking aloud in action’. I…
Developing evidence indicators for evaluating K12 EdTech
Drawing upon a synthesis of literature and cross-sectoral consultations, we present the impact dimensions and three-level tiered indicators for developing a multidimensional approach to evaluating the evidence of impact of educational technology (EdTech). We build on the “5Es” impact framework — efficacy, effectiveness, ethics, equity, and environment — by operationalising it through fifteen impact indicators identified through an extensive liter…
Universities as expert influencers in primary literacy education research
Universities are operating in a challenging and somewhat paradoxical situation in the domain of early childhood literacy education. Against a background of the very limited visibility of university research in the formulation of new policies and practices, there is a great deal of public discourse to which university researchers have contributed. Utilising corpus linguistics methods, the study explores two datasets collected in 2017–2022 from UK …
Linguistics (5 works) · Psychology (4 works) · Computer Science (3 works) · Czech (2 works) · EFL/ESL Teaching and Learning (2 works) · Language, Metaphor, and Cognition (2 works) · Multilingual Education and Policy (2 works) · Natural language processing (2 works) · Pedagogy (2 works) · Anthropology (1 works)